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Modern strategies for efl classes

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Modern strategies for efl classes

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Modern strategies for efl classes

  1. 1. Modern Strategies for EFL Classes Maria Ionesi
  2. 2. Objectives:  To throw light on modern strategies and approaches adequate for the 21st Century generation  To present some modern strategies  To encourage teachers using modern strategies as innovative teachers
  3. 3. How can a teacher reach his/her students?
  4. 4. What is a strategy?  Strategy (from Greek stratēgia, "art of troop leader; office of general, command, generalship") is a high-level plan to achieve one or more goals under conditions of uncertainty. Henry George Liddell, Robert Scott, A Greek- English Lexicon, on Perseus  a plan of action designed to achieve a long-term or overall aim. Oxford Dictionary  a detailed plan for achieving success in situations such as war, politics, business, industry, or sport, or the skill of planning. Cambridge Dictionary
  5. 5. Teaching strategies are various techniques used by the teachers to facilitate the students with different learning styles.
  6. 6. The goals of a teaching strategy  Involves students in learning-process activities rather than passive listening developing critical thinking, writing and speaking skills  Provides more frequent and immediate feedback to students.  Emphasizes student-centered learning.  Develops collaborative learning and teamwork.  Creates opportunities for differentiated instruction.
  7. 7. Multiple Intelligences https://www.youtube.co m/watch?time_continue =2&v=2FucqOpIfVM
  8. 8. Types of Strategies Assessment Strategies Time Management Strategies Active Learning Strategies Brain-Based Strategies Multiple Intelligence Strategies Learning Styles Strategies Vocabulary Strategies Behavioural Intervention Strategies Engaged Learning Strategies Effective Instructional Practices Accommodation Strategies Instructional Intervention Strategies Differentiated Instructional Strategies Classroom Management Strategies Learning Strategies (writing, reading, comprehensive, listening, speaking)
  9. 9. Examples of Modern Strategies 1. Close Reading 2. Verb Action 3. Jeopardy game for Irregular verbs 4. Hot Seat 5. Checking for Understanding 6. Cognate Strategies 7. RTI (Response to Intervention ) for English Language Learners
  10. 10. Close Reading It is a strategy that supports students in reading and rereading a text to obtain not only the information about the actions in a text, but also perspective on an author’s point of view and the use of language to present an image or a point of view.
  11. 11. Close Reading 1. First reading: What does it say? • Ask/answer the questions • Retell the story • Summarize the central message • Describe characters and how they respond to the plot 2. Second reading: How does the text work? • Story structure • Text features • The main purpose of the text, author’s purpose • Points of view • Dialogue • Context clue, word meaning 3. Third reading: What does it mean? How does it connect to other texts? • Define the meaning from illustrations and words • Compare/contrast 2 versions of the same story • Analyse visual/multimedia elements
  12. 12. Verb Action Is a strategy that approaches the understanding of irregular English verbs through active learning and the combination of action, speaking and writing.
  13. 13. Verb Action Step-by-Step 1. Observe students and monitor written work to identify verbs that are being misused 2. Plan active experiences to practice the correct usage of identified words (throw/catch the ball, eat chocolates etc.) 3. Document the activity by taking photos of the students as they participate 4. Involve students in contributing to an irregular verb journal 5. Create a chart, bulletin board, or word wall to provide a resource for students
  14. 14. Let’s Play Jeopardy – Irregular Verbs Purpose: To engage students in a creative activity that will increase their knowledge about irregular verbs. Materials needed: a jeopardy board on a poster before class or on the white board How to Play: 1. Divide the class up into two or three teams. 2. Each team chooses a team captain who will be responsible for stating the answer. 3. Mark the answer out so that it cannot be chosen again. 4. Keep a chart of each team’s points to see which team wins.
  15. 15. Hot Seat This strategy has the goal to deep students’ understanding of what they are reading. It develops students’ ability to think on their feet as they analyse characters and make inferences. Students have the opportunity to refine their oral language abilities as they give presentations, ask questions and interview classmates.
  16. 16. Hot Seat (- a role-play activity) Step-by-Step 1. Learn about the character 2. Create a costume 3. Prepare opening remarks 4. Introduce the character 5. Ask questions and make comments 6. Summarize the ideas
  17. 17. Checking for Understanding Provides approaches that teachers can employ to closely monitor students’ comprehension of material being presented in the classroom. https://www.youtube.com/watch?v=vd7TO9alAss
  18. 18. Checking for Understanding Step-by-Step 1. Plan the format of your questions ahead of time 2. Plan everyone responds activities to encourage participation 3. Maintain visual contact with learners 4. Provide adequate wait time 5. Be aware of your body language 6. Reward for asking questions to provide incentive for participation 7. Continue to monitor both student understanding and your use of questioning 8. Teach minilessons that demonstrate using questions to form responses 9. Adapt lessons based on students’ English language development levels
  19. 19. Cognate Strategies Presents way to capture the knowledge of vocabulary that students possess in their native language and help them understand the connections to English words. • Cognate: Word in different languages that share similar meanings, pronunciation and spelling. • False Cognate: Words in different languages that shares the same spelling and pronunciation, but have different meanings.
  20. 20. Cognate strategies Step-by-Step 1. Identify cognates for words being taught in English 2. Provide instructions in the meanings of the English and Romanian/ Russian words 3. Focus on spelling differences between the two languages 4. Post cognates as they are studied 5. Adapt your cognate strategies to meet the English language development levels of your students 6. Vary your cognate instruction approaches 7. Observe students to determine the need for reteaching or additional guided practice 8. Encourage students to post cognates in their writing journal 9. Evaluate your own use of cognate strategies
  21. 21. Romanian Problema Paradis Complicat Dictionar Natiune Umanitate Geografie Farmacie Matrimoniu Artist Personal Dormitor fabulos Cognate Strategies
  22. 22. RTI for English Language Learners Response to Intervention adapts an approach currently used in exceptional education to monitor and document the growth in English learners.
  23. 23. RTI for English Language Learners Step-by-Step 1. Identify students’ English language development levels, strengths and learning levels through assessment. 2. Use assessment results to identify areas to be addressed by differentiating instructions and possible approaches to use. 3. Document the assessment results and RTI plan, including length of intervention, plans for updating assessment, and parents involvement. 4. Observe and document students responses to intervention as well as academic and language development progress. 5. Adjust interventions when student progress slows or when students meet standards. 6. Ask for assistance from the school student study team when student progress is slow or lacking. 7. Continue to use assessment and documentation to support the instructional approaches used
  24. 24. Bibliography 1. https://www.teachervision.com/teaching- strategies/extracurricular-activities 2. https://www.understood.org/en/school- learning/partnering-with-childs-school/instructional- strategies/6-strategies-teachers-use-to-help-kids-with- learning-and-attention-issues 3. http://www.teachhub.com/top-5-teaching- strategies 4. https://www.teachthought.com/the-future-of- learning/shifting-from-a-curriculum-of-insecurity-to-a- curriculum-of-wisdom/ 5. “50 Strategies for Teaching English Language Learners” Adrienne L. Herrell and Michal Jordan 6. “CLIL Activities” Liz Dale and Rosie Tanner 7. “50 Literacy Strategies Step by Step” Gail E. Tompkins

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